Goals and Objectives
Goals: Students will learn how the early strengths of the Roman Empire and understand how it was able to conquer so much territory.
Objectives: Students will distinguish between the difference of being a Citizen in the Roman Empire and a Citizen in the modern US.
Students will analyze how Romans citizenship, legal and political systems, and military counted as an early strength to the Roman Empire.
Objectives: Students will distinguish between the difference of being a Citizen in the Roman Empire and a Citizen in the modern US.
Students will analyze how Romans citizenship, legal and political systems, and military counted as an early strength to the Roman Empire.
California State Content and Common Core Standards
California State Content Standard: 7.1.1: Study the early strength and lasting contributions of Rome (eg significance of Roman Citizenship, rights under roman law, roman art, architecture, engineering, philosophy, spread of Christianity).
Common Core standard: WHST. 6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Common Core standard: WHST. 6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Lesson Introduction
The teacher will start the presentation. On the first slide is the question that the teacher will ask the entire class, “What does it mean to be a citizen?”. Students will be given five minutes to brainstorm what they believe it means to be a citizen (in their reading journals).
After the five minutes, the teacher will continue on with the presentation. The next slide has the text “Roman Empire” on it. Students will be asked to share what they already know (if anything) about the Roman Empire. The teacher will give them basic facts and the dates they will be focusing on. The teacher will then explain that they will be discussing the early strengths of the Roman Empire and continue on.
The third slide will go into the vocabulary exercise/instructions.
After the five minutes, the teacher will continue on with the presentation. The next slide has the text “Roman Empire” on it. Students will be asked to share what they already know (if anything) about the Roman Empire. The teacher will give them basic facts and the dates they will be focusing on. The teacher will then explain that they will be discussing the early strengths of the Roman Empire and continue on.
The third slide will go into the vocabulary exercise/instructions.
Vocabulary
Suffragium: the right to vote
Commercium: The right to make contracts
Conulaum: the right to contract a legal marriage
Latini: People from latin states
Peregrinnin: foreigners from conquered land
Emperor: the supreme ruler of an empire
Patricians: Group of ruling class families in ancient Rome
Senators: members of the senate. Members at this time sought out positions in the senate for social status rather than power (because the emperor held most of the power).
Equestrians: Usually businessmen, later on would become part of the military under Augustus' rule.
Plebians: a commoner
Slaves: individual who is treated like property and is bought and sold
Freedmen:an individual who used to be a slave but was freed
Twelve Tables: earliest attempt to create a Code of Law by the Romans
Corpus Juris Civilis: most comprehensive code of Roman law and the basic document of all modern legal systems.
These words will be written up on the board at the beginning of class. Students will be asked to define any that they already know out loud. The words will all be on the guided note in a separate box where the student can define it during the lecture. The teacher will scaffold figuring out the definition during the presentation (and ask for class support to engage students).
Students with special needs/Ells/ striving readers will have the words defined on their guided notes.
Commercium: The right to make contracts
Conulaum: the right to contract a legal marriage
Latini: People from latin states
Peregrinnin: foreigners from conquered land
Emperor: the supreme ruler of an empire
Patricians: Group of ruling class families in ancient Rome
Senators: members of the senate. Members at this time sought out positions in the senate for social status rather than power (because the emperor held most of the power).
Equestrians: Usually businessmen, later on would become part of the military under Augustus' rule.
Plebians: a commoner
Slaves: individual who is treated like property and is bought and sold
Freedmen:an individual who used to be a slave but was freed
Twelve Tables: earliest attempt to create a Code of Law by the Romans
Corpus Juris Civilis: most comprehensive code of Roman law and the basic document of all modern legal systems.
These words will be written up on the board at the beginning of class. Students will be asked to define any that they already know out loud. The words will all be on the guided note in a separate box where the student can define it during the lecture. The teacher will scaffold figuring out the definition during the presentation (and ask for class support to engage students).
Students with special needs/Ells/ striving readers will have the words defined on their guided notes.
Content Delivery
The teacher will deliver a lecture presentation on the early strengths of the Roman Empire. The lecture will discuss who was a Roman Citizen, what legal rights Roman Citizens held, the justice system in Rome, the political powers, and the military of the Roman Empire.
Student Engagement
Before the presentation, students will be doing a quick journal write on what they think it means to be a citizen. They will also be sharing anything they already know about the Roman Empire (assessing prior knowledge), and writing vocabulary words (with their own definition) that they think they already know into their journals under the quick write.
During the presentation, students will be actively completing out the guided note handout that was given to them at the beginning of class.
During the presentation, students will be actively completing out the guided note handout that was given to them at the beginning of class.
Lesson Closure
The teacher will give students 3 min to reflect on the lecture with their partner. What do they think helped the roman empire the most? Which strength is most important? What questions do you have?
After talking with their partner, the teacher will then ask groups to either ask a question they were still confused about, or share one interesting idea they came up with about the lecture.
Students will then be asked to write a 2-3 page journal write on at least two of the topics, and reflect on how the topics discussed contributed to the early development of the Roman Empire.
After talking with their partner, the teacher will then ask groups to either ask a question they were still confused about, or share one interesting idea they came up with about the lecture.
Students will then be asked to write a 2-3 page journal write on at least two of the topics, and reflect on how the topics discussed contributed to the early development of the Roman Empire.
Assessment
Formative: Students will be assessed on prior knowledge of the Roman Empire as well as the vocabulary needed for this lecture.
Summative: Students will turn in guided notes and get points for completing it.
Students will reflect on how the discussed topics contributed to the early strengths of the Roman Empire in their journals. The Journal reflection will be a 2-3 page entry on at least two of the subjects (citizenship, legal system, political system, military).
Summative: Students will turn in guided notes and get points for completing it.
Students will reflect on how the discussed topics contributed to the early strengths of the Roman Empire in their journals. The Journal reflection will be a 2-3 page entry on at least two of the subjects (citizenship, legal system, political system, military).
Accommodations for English Learners, Striving Readers and Students with Special Needs
Vocabulary words will be written up on the board
before the lecture starts to help students focus on new/important words
associated with the lesson. Students with special needs/ells/striving readers
will also have the option (depending on their skill level) to use a alternative
guided notes that has the words defined, and has important concepts already
written down.
Partner sharing will help students who are
shy/not as confident with their english discuss the questions before sharing
them with the entire class.
Visual aids will be used throughout the
presentation. There will also be periodic breaks where the teacher will pause to
answer any questions and ask a transitional question before going to the next
topic.
before the lecture starts to help students focus on new/important words
associated with the lesson. Students with special needs/ells/striving readers
will also have the option (depending on their skill level) to use a alternative
guided notes that has the words defined, and has important concepts already
written down.
Partner sharing will help students who are
shy/not as confident with their english discuss the questions before sharing
them with the entire class.
Visual aids will be used throughout the
presentation. There will also be periodic breaks where the teacher will pause to
answer any questions and ask a transitional question before going to the next
topic.
Lesson Resources
http://www.dl.ket.org/latin1/mores/law/citizenship.htm
http://www.pbs.org/empires/romans/special/timeline_01.html
http://www.history.com/news/history-lists/10-innovations-that-built-ancient-rome
http://www.pbs.org/empires/romans/special/timeline_01.html
http://www.history.com/news/history-lists/10-innovations-that-built-ancient-rome